Running head: RESEARCH METHODOLOGY

EDLS-6507 – Research Methods

University of the West Indies

Trimester 1 2017/2018

Assignment Two: The Research Methodology

By

Candice Brown (04008579)

Sharon Brown Floyd (95063791)

Carline Reid Willis (315200738)

Meredith B. Connor (20053571)

Paper Presented in Partial Fulfillment of the Requirements

Course Coordinator: Madgerie Jameson-Charles

Course Facilitator: Gaile Gray-Phillip

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Table of Contents

Pages

Research Design......…………………………………………………………...3

Strengths and Limitations……………………………………………..4

Rationale…………………....………………………………………….5

Description of Participants and Sample………………………………………..5

Data Collection Instrument…………………………………………………….7

Data Analysis Procedures……………………………………………………...9

References……………………………………………………………..11

Appendix 1…………………………………………………………….14
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Research Design

In a recent discussion among mature university students it was concluded that online

learners face challenges that are different from those experienced by learners in a face to face

learning environment. Based on the discussion students were generally dissatisfied with some

aspects of online learning and felt that the matter should be further looked into. A group of

researchers set out to uncover the correlation between student satisfaction and instructional

designers’ approach to constructing learning experiences.

Research Question: What can instructional designers do to support/assist the mature

learners in overcoming the challenges of online learning?

Aims:

1. To determine the issues affecting mature learners in the e-learning environment.

2. To identify strategies to increase the satisfaction of the mature learners in the e-learning

environment.

A descriptive research method is the most ideal approach for investigating person’s views

towards a particular issue or situation and therefore is applicable to an investigation in an

educational setting such as the classroom or other learning environments (Loeb, Dynarski,

McFarland, Morris, Reardon, and Reber, 2017). This method enables the researcher to use a

quantitative approach to make statistical inferences about a large group of people (Babbie, 2004).

The researchers will use the following data collection procedures:-

● Questionnaires will be distributed online via UWI email addresses.

● Respondents will be given a period of two weeks to complete their respective

questionnaires (November 1-14, 2017).

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● The target group consists of UWI Open Campus students who are enrolled in online

programmes at the undergraduate, graduate and post graduate levels.

● Data analysis will commence immediately after the data collection has concluded. Data

will be quantified and analyzed statistically and expressed in the form of percentages and

charts.

Strengths and Limitations

❖ The data collection instrument is characterized by a combination of dichotomous, and

open ended questions which should yield clear responses;

❖ Participants in this study exist in different locations and are likely to complete the

questionnaire under different circumstances which may affect the responses. (Datt &

Datt, 2016).

❖ Data collection will be conducted via the internet and though it is likely that responses

can be traced to the respondent the researchers will maintain the respondents’

anonymity;

❖ Findings of quantitative research are often limited due to the use of close ended

questions which is prone to researcher bias. The study may not capture the reliable data.

(Datt & Datt, 2016).

❖ The target audience for data collection is limited to students of the UWI. Although this

group excludes teachers and facilitators who utilize the training programme and persons

who are desirous of pursuing training, the target group is suitable because they are

currently experiencing online learning. Consequently, this gives them the unique
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advantage of communicating potential upgrades and other strategies for accommodating

the mature student based on their encounters.

❖ The research team will solicit the participation of classmates currently engaged in the

programme they are studying. This strategy is advantageous because it assures access to a

sample of students.

❖ Data Analysis in quantitative research is costly and can be time consuming if not well

managed (Datt & Datt, 2016). The researchers intend to mitigate these problems by

utilizing Data Analysis Software.

Rationale for Research Design

The research design outlines a systematic method of data collection (Blakstad, 2014).

This aspect of the project was critical in order to establish the most effective way to collect the

data. The quantitative method of data collection is a very attractive method of research for

educators and psychologists (Knupher and McLellan, n.d.). Among the advantages of this

method is the fact that it is very effective in analyzing human behaviour, particularly for large

groups (Babbie, 2004).

The data collection tool being utilized supports web based data collection which was

appropriate for the unique target group. The participants are characterized by different majors,

residence, race, sex, and age due to the fact that the collection process occurs online (Dubois,

2016). The data collected is quantitative and this is advantageous because quantitative data is

relatively easier to analyze than qualitative data. It can also be manipulated to be represented in

charts and text. The statistical nature of the data also allows for immediate analysis after data has

been collected (Babbie, 2004). A period of two (2) weeks was air-marked for data collection.
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This period is suitable due to the differences in locality and anticipated work and school

schedules.

Description of Participants and Sample

For the purpose of this research the target audience will consist of male and female

students currently enrolled in distance education at the UWI Open Campus who are over the age

of twenty four (24). Many of these non-traditional students are employed full-time, raising

families, leading active lifestyles while pursuing their studies part-time. Thirty (30) students will

be randomly selected to participate in an online survey administered by the researchers. It is

believed that this group would provide insight into what adult learners desire most in an online

learning environment.

Simple random sampling (lottery method) will be used where the researchers will

randomly select participants (Crossman, 2017). A list of one hundred (100) prospective

participants will be compiled from class lists which each researcher is currently a part of at the

UWI, Open Campus. Each prospective participant will be assigned a number. Then this

information will be entered in the Microsoft Excel software. The researcher will then use the

random command method to select the thirty (30) candidates for participation in the survey. This

method is the most suitable technique because it gives all members of the student population an

equal opportunity to participate in the survey (Babbie, 2004).

Data Collection Instrument

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The essence of good quality research is effective data collection (Godfrey, 2017).

Qualitative research captures numerical data to explain a phenomenon. This kind of data

collection is structured and relies on random sampling. The researchers propose to use survey

which is a suitable instrument for quantitative data collection. Quantitative data collection

instruments facilitate a greater level of objectivity, generalizability and reliability (Borg and Gall,

1983). Additionally, random selection of participants will mitigate against researcher bias.

According to Borg and Gall (1983), a questionnaire is made up of a series of questions

and other prompts and serves the primary purpose of obtaining relevant information from

respondents. Within the context of the proposed research question, this instrument will make it

easier to determine mature students’ andragogic needs as they transition from face to face to

online and capture a wider demographic. This is so as the nature of online learning caters for a

more diverse geographic population.

According to UWI (2017), the administration of questionnaires is more cost effective,

time efficient, and objective. Additionally, being an instrument that allows for anonymity,

respondents are more likely to provide honest responses. Questionnaires provide “Structured,

often numerical data, being able to be administered without the presence of the researcher, and

often being comparatively straightforward to analyze” (Wilson and McLean 1994, p. 317 cited in

Cohen, Manion and Morrison 2007). Though they are less onerous to administer than some other

data collection instruments, the researchers are cognizant that careful planning, question design

and sequence are imperative to ensure the validity and reliability of the instrument.

Validity and reliability are inherent to an effective data collection instrument and

ultimately effective research. Skewed data collection will have a negative impact on the findings

and ultimately invalidate the research. Cohen, Manion and Morrison (2007), posit that invalid
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research is worthless. Fundamentally, validity demonstrates the ability of the instrument to

measure what it proposes to measure. However, no instrument is fool proof therefore the

researchers have taken steps to improve the instrument. Careful sampling, appropriate

instrumentation, and appropriate statistical treatment of data are some of these steps (Cohen,

Manion and Morrison, 2017).

UWI (2017) further articulates the following points which will be considered regarding

validity: interpretation and use of findings must take precedence over process, degrees of validity

vary according to purposes and situations, and judgements on the validity and interpretations of

findings should be made subsequent to the examination and integration of the different aspects of

validity.

The reliability of the data collection instrument speaks to how dependable and consistent

the instrument proves to be. That is, whether or not the instrument produces consistent results

over time, instruments and groups of respondents (Cohen, Manion and Morrison 2017).

Reliability, as it relates to questionnaires is closely aligned with the sampling. According to

Morrison (1993) cited in Cohen, Manion and Morrison (2007), if the sample size is too large or

too small, the data could be easily distorted or in the case of sample being too small, statistical

analysis can be impeded. Consequently, an invalid instrument will no doubt cause the

research conclusions to be unreliable and consequently erroneous which will inevitably influence

poor decisions. A domino effect is therefore created.

The questionnaire proposed will be a standardized instrument (see appendix). Siniscalco

and Siniscalco and Auriat (2005) define a standardized questionnaire as one in which the same

questions are given to all respondents and the coding system is the same. This also impact the

validity and reliability of the research. The instrument will consist of dichotomous as well as
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open ended questions which will seek to explore the challenges that mature students face in the

online environment and the extent to which they are coping with these challenges. The open

ended questions will provide rich data which might inform instructional designers about the

needs of mature online students.

Another compelling consideration is the personal nature of questionnaires and the

potential for intrusion into the lives of respondents, the researchers must be sensitive about

ethical issues when preparing and administering the instrument and therefore the researchers will

treat the information acquired with the highest level of confidentiality

Finally, the primary objective of the questionnaire will be to determine the kinds of

strategies and considerations that instructional designers ought to consider for implementation, to

enhance the online learning experience for mature students. The research question therefore

requires insight into the perceptions, opinions and experiences of respondents hence the reason

why the questionnaire will consist of dichotomous as well as open ended questions. The open

ended questions will avoid the researchers having to infer reasons for responses. In this way

respondents get to express opinions without being influenced by the researcher.

Data Analysis Procedures

In analyzing the data collected, the researcher will use reports of descriptive statistical

analysis to give the reader a good understanding of the study (Anaesth, 2016). In accordance

with Gabriel (2013) and Ericson (2015), the researchers will use inductive analysis to establish

and articulate the link between the research objectives and the findings from the raw data.

Standard steps for statistical analysis will be used to analyze the data and generate tables and

charts. Deutsches Arzteblatt International (2009), states that descriptive statistical analysis can
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include tables, graphical presentations and simple statistics. The measures of central tendency

such as the mean, median and mode will be used to compare and contrast distribution and

explain valuable findings about numerical data. The researchers will use Pearson’s correlation

analysis to establish the relationship between variables. The confidence interval, margin of error

and standard deviation and some regression analysis will also be used to document the summary

of findings. Data will be analyze according to student demographic information (age, gender,

etc.) and the challenges they encountered to determine what can be done to assist them in the

online learning environment.

According to (Abeyasekera, n.d.), quantitative methods of data analysis can be of

pronounced value to the researcher who is trying to lure meaningful results from a large body of

qualitative data. This kind of data analysis permits for better objectivity and accuracy of results

which support generalizations about the phenomenon under study. In order to accomplish this,

the researchers will use few variables and employ well-established standard procedures to ensure

validity and reliability. This means that the research can be replicated, and analyzed and

associated with similar studies. This quantitative analytical approach permits the researcher to

summarize huge sources of information and allow for comparisons across categories which can

be done many times. There are various tools that will assist the researchers in analyzing the data

collected such as Data Analysis and Statistical Software (STATA), IBM SPSS Statistics and

SaS. Using these tools, researchers can solve research problems efficiently.

References
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Anaesth, I. (2016). Basic Statistical Tools in Research and Data Analysis. Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5037948/

Babbie, E. R. (2008). Practice of Social Research-Guided Act (12th ed.). New York:

Wadsworth Inc.

Babbie, E. R. (2004). The Practice of Social Research (10th ed.). Belmont, USA:Wadsworth

Inc.

Blakstad, O. (2014). Research Designs. Explorable. Retrieved from

https://explorable.com/research-designs

Borg, W.R. and Gall, M.D. (1983). Educational Research: An Introduction (4th ed.), New York:

Longman Inc.

Cohen, L., Manion, L. and Morrison, K. (2007). Research Methods in Education. London, New

York Taylor and Francis Routledge.

Crossman A. (2017). What is a Simple Random Sample? Definition and Different Approaches.

ThoughtCo. Retrieved from

https://www.thoughtco.com/random-sampling-3026729

Datt, S. , Datt, S. (2016) Limitations and Weakness of Quantitative Research Methods. Retrieved

from https://www.projectguru.in/publications/limitations-quantitative-research/

Deutsches Arzteblatt International. (2009), Descriptive Statistics. Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2770212/
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Dubois, S. (2016) Nine Advantages and Disadvantages of Questionnaires. Retrieved from

https://surveyanyplace.com/questionnaire-pros-and-cons/

Erickson, F. (2015). Qualitative Methods in Research on Teaching,Creative Education, Vol.6

No.3:Retrieved from

http://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?

ReferenceID=1424072

Gabriel, D. (2013). Inductive and Deductive Approaches to Research. Retrieved from:

http://deborahgabriel.com/2013/03/17/inductive-and-deductive-approaches-to-research/

Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. The

Qualitative Report 8 (4): 597-607.

Knupfer, N., McLellan, H. (n.d.) Descriptive Research Methodologies. Retrieved from

http://www.aect.org/edtech/ed1/pdf/41.pdf

Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., & Reber, S. (2017). Descriptive

Analysis in Education: A Guide for Researchers. Retrieved from

https://ies.ed.gov/ncee/pubs/20174023/pdf/20174023.pdf

Siniscalco, M.T. and Auriat, N. (2005). Questionnaire design: Quantitative research methods in

educational planning. Paris: UNESCO International Institute for Educational

Planning. Retrieved from

http://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.asp

x?ReferenceID=1012176
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The Pell Institute and Pathways to College Network (2017). Analyze Quantitative Data.

Retrieved from

http://toolkit.pellinstitute.org/evaluation-guide/analyze/analyze-quantitative-data/

UWI (2017). Data Gathering Instruments. Retrieved from Module_3_Unit_1.pdf

http://2017.tle.courses.open.uwi.edu/pluginfile.php/10752/mod_resource/content/1/EDLS

6507%20%20M2%20Unit%202.pdf

UWI (2017). Quantitative Research Methods. Retrieved from

http://2017.tle.courses.open.uwi.edu/pluginfile.php/10776/mod_resource/content/1/EDLS

6507_

Appendix 1
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The following are some sample of questions

1. What is your age range?

a. 25 – 35
b. 36 - 45
c. 46 – 55
d. 56 plus
2. Please indicate your gender below.
a. Male
b. Female
3. Please state your ethnicity.
a. African
b. East Indian
c. Chinese
d. Caucasian
e. Mixed
4. What level of tertiary education are you currently pursuing?
a. Undergraduate
b. Graduate
c. Post Graduate

Please answer yes or no to the following statements and questions.

5. Is need to collaborate important to mature students in an online learning environment?

a. Yes
b. No
6. Mentoring is important to mature online students.
a. Yes
b. No
7. The need to learn to think critically is important to mature students in an online learning
environment.
a. Yes
b. No
8. The need to link learning to real life experiences is important to mature learners studying
online.
a. Yes
b. No
9. Frequent student to student communication is a challenge to online learning.
a. Yes
b. No
10. Consistent lecturer support is a challenge for mature online students.
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a. Yes
b. No
11. Balancing work and study is a challenge for mature online students.
a. Yes
b. No
12. Completing group assignments is a challenge for mature online learners.
a. Yes
b. No
Please answer yes, no or I am not sure to the following questions and provide the reason for your
response.

13. Are you coping well with the following:

a. Collaborating with peers: Yes No I am not sure

Give a reason for your answer _____________________________________________

b. Balancing work and study: Yes No I am not sure

Give a reason for your answer _____________________________________________

14. Do you think the lecturers are helpful? Yes No I am not sure

Give a reason for your answer ______________________________________________

15. Have you ever thought of dropping out of the programme? Yes No

Give a reason for your answer ______________________________________________